This study was conducted to investigate factors that contribute to the development of classroom management and discipline problems for novice teachers. A case study of Marilyn, a 45-year-old beginning teacher, guided the research, along with observation, interviews, journal writing, and autobiographical information. Marilyn viewed herself as a rescuer and the classroom as a haven. She had no image of herself as a classroom manager and disciplinarian. During student teaching, she failed to learn the importance of classroom management and effective, consistent rules. During her first year of teaching, Marilyn was not able to cope with discipline and adopted the conservative, custodial norms of the school rather than her preferred humanistic approach. She completed her first year confused, frustrated, anxious, lost, discouraged, and perplexed. The implications of this study for teacher education programs are: to strengthen a novice's role identity as a disciplinarian, and to expose preservice teachers to classroom situations in which they learn to identify with firm classroom management. Beginning teachers with classroom discipline problems will more likely burn out and leave the profession than those of their peers with instructional or curriculum concerns. (LL)